An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital

In this article the researchers explore the notion of emotional capital in relation to language teachers' emotion labor and the role of reflection in understanding their emotional experiences. They draw on interview narratives with teachers (N = 25) working in higher education institutions in the United States and United Kingdom. During these interview conversations, the researchers elicited accounts of teachers' emotionally charged experiences that arise as part of their ongoing, mundane teaching practice and how they respond to these situations. The researchers argue that as language teachers struggle to orient to the feeling rules of their institutions, they develop the capacity to perform the emotions that they believe are expected of them. This capacity is further shaped through their reflective practice, as both individual reflection and collaborative reflection with colleagues. The researchers thus analyze how language teachers' accruing emotional capital, developed through emotion labor and reflective activity, can be converted into social and cultural capital. The authors also point to how language teachers' emotional capital is entangled in power relations and thus requires careful scrutiny.

Automated summary

The researchers in this article investigate the emotional capital in language teachers' emotion labor and the role of reflection in understanding their emotional experiences. They argue that teachers develop the capacity to perform expected emotions through reflective practice, which can be converted into social and cultural capital. The emotional capital of language teachers is entangled in power relations and requires careful scrutiny.